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Cited by 3Online and Blended LearningEducation during COVID-19 pandemicVarious Chemistry Research Topics

The DOI matches its Crossref record; 29 of the 29 references it cites were found in a registry or an index; 5 of the 18 sources its claims cite were checked for support.

How Instructional Modalities Shape Learning: A Longitudinal Study of Student Perceptions, Engagement, and Outcomes in General Chemistry II during COVID-19 and Post-Pandemic

Black, Kailene, Bullis, Alexa, Marcotte, Jake, McGuire, Patrick, Wagoner, Joey, Wiley, Julie, Wrobel, Robert, Weiss, David J.·2025·Journal of Chemical Education
DOI 10.1021/acs.jchemed.4c01139
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Abstract

The COVID-19 pandemic in the United States ignited a national conversation about the efficacy of remote and online teaching, particularly in STEM education. While previous studies have mainly concentrated on short-term data regarding online General Chemistry courses, this study offers the first long-term analysis of student experiences and performance across three instructional modalities from 2020 to 2023. These modalities include in-person, online synchronous, and hybrid, where learners have the option to choose between in-person and online synchronous attendance within the same semester. By utilizing the same instructor and course materials across all online and in-person modalities, this study controlled for the variability typically introduced by different instructors and assessments. The findings reveal that, although learners initially perceived online coursework as more challenging, their views of online and in-person courses aligned more closely over time. Additionally, student performance─measured by quizzes and exams─revealed no noteworthy differences across the various instructional modalities. Interestingly, the anticipated improvement in student performance upon returning to in-person learning did not materialize. In addition, results of a chi-squared independence test demonstrate that D’s, F’s, and withdrawals (DFWs) were not statistically different, showing that DFW scores were independent of course mode over this time-period. These results suggest that, while engagement levels may vary based on course format, the data indicate that General Chemistry II students can achieve similar academic performance regardless of the mode in which they take the course.

Overview

Integrity signals

Registry

Crossref · 10.1021/acs.jchemed.4c01139

Cites

29 of 29 references verified0 citation errors · 0 not checkable

Statistics

Verification

Claims the paper makes

5 of 18 cited sources checked · 1 supported · 0 flagged · accuracy not yet measured

  • Findingown data

    In-person course attendance was considerably larger, as shown by the average clicker score for the semester.

    “The attendance during in-person courses was considerably larger, as demonstrated by the average on the clicker score for the semester.”
    Quote in the paperNot a substantial claim
  • Findingown data

    Attendance increased when exams and quizzes were given, as more learners chose to attend in person and take multiple-choice exams on scantrons rather than Canvas exams.

    “We did, however, experience an increase in attendance when exams and quizzes were given to the class, as more learners chose to attend in-person and take the multiple-choice exams on scantrons rather than the Canvas exams.”
    Quote in the paperNot a substantial claim
  • Findingown data

    Learners reported that their work with others decreased dramatically in online courses.

    “As predicted, learners reported that their work with others dramatically decreased in the online courses.”
    Quote in the paperNot a substantial claim
  • Findingown data

    Course mode did not notably affect average exam scores across the semester, F(2,285)=1.06, p=.348, omega-squared=.00.

    “Results revealed that the course mode of General Chemistry II did not notably affect student's average exam scores across the semester, F (2, 285) = 1.06, p = 0.348, ω 2 = 0.00.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The online and in-person assessments were equivalent in difficulty despite different delivery and proctoring.
  • Findingown data

    Hybrid average final exam scores (M=74.17, SD=21.57) were significantly higher than in-person scores (M=66.51, SD=16.93, p=.026).

    “Tukey's HSD posthoc tests showed that the average final exam scores in hybrid (M = 74.17,SD = 21.57) were significantly higher than in the inperson course (M = 66.51,SD = 16.93,p = 0.026).”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The online and in-person assessments were equivalent in difficulty despite different delivery and proctoring.
  • It may state two separate claims as one. 33
  • Probably not a substantial claim. 19
  • The quote only partly states this claim. 2

  • It may state two separate claims as one.

    Premisecitation

    Results from prior studies are typically reported for one semester or individual course components and might differ from long-term evaluation of student experience and performance.

    “The results presented here are typically reported for one semester, or individual course components, and might be different compared to the evaluation of student experience and performance long-term.”
    Quote in the paperSubstantial claim1 of 3 sources checked
    • cites [11] source
    • cites [14] source
    • cites [27] source

      The Study Details and Results section describes a single General Chemistry II course, comparing five-week summer sessions and exam results from 2017–2020. This supports the source as an example of a course-specific, short-session evaluation, but it does not establish that prior studies are typically limited this way or that their results would differ from a long-term evaluation of student experience and performance. (LLM, conf=0.82)

      Experimental — accuracy not yet measured

  • Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.

    Premisecitation

    Across disciplines, student performance varies by discipline, course design, and delivery mode, with no consistent advantage for either online or in-person formats.

    “Overall, these studies highlight that student performance varies depending on the discipline, course design, and delivery mode with no consistent advantage for either online or in-person formats.”
    Quote in the paperNot a substantial claim2 of 3 sources checked
    • cites [17] source
    • cites [20] source

      The Review of Relevant Literature (page unavailable) describes mixed performance findings for online versus face-to-face courses, supporting the claim that neither format has a consistent advantage across studies. Course Factors links course structure to learning outcomes, but the paper does not establish that performance varies by discipline and course design in the way the sentence asserts. Its own Course Data findings instead report lower performance for undergraduates online. (LLM, conf=0.83)

      Experimental — accuracy not yet measured
    • cites [22] source

  • It may state two separate claims as one.

    Premisecitation

    Most prior work was conducted at the beginning of the pandemic and was not designed to yield longitudinal conclusions.

    “The majority of this work was right at the beginning of the pandemic and was not meant to result in longitudinal conclusions.”
    Quote in the paperSubstantial claim1 of 3 sources checked
    • cites [11] source
    • cites [14] source
    • cites [27] source

      The 'Need for the Study' section discusses prior pandemic-related studies but does not say that most were conducted at the beginning of the pandemic or were not designed for longitudinal conclusions. Searches for those timing and longitudinal-design claims found no passage addressing them. Page numbers were not provided in our copy. (LLM, conf=0.74)

      Experimental — accuracy not yet measured

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Premisecitation

    Gulati and coauthors reported that first-generation students, men, and underrepresented minorities had statistically equivalent performance regardless of online or in-person course modes.

    “Previous work by Gulati and coauthors reported that, for first generation students, men and underrepresented minorities also had statistically equivalent performance in the class overall regardless of online or in-person course modes.31”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites [31] Gulati, R. S.; West, M.; Zilles, C.; Silva, M. Comparing Student Outcomes in Online vs. In-Person Sections of an On-Campus Computer Science Course. 2023 ASEE Annual Conference & Exposition 2023. source

      Sections 3.4 and 3.5 report no statistically significant performance differences between course modes for underrepresented minority and first-generation students. Section 3.3 does not establish the same unqualified result for men: it reports significantly higher exam scores for men in the in-person section (p = 0.002). The paper reports no significant difference in overall weighted grades for the entire class in Section 3.1, but does not report that result separately for men. (LLM, conf=0.87)

      Experimental — accuracy not yet measured

  • It may state two separate claims as one.

    Findingown data

    Hybrid course attendance declined over the semester, averaging 70% in January and 59% in February.

    “We do note, however, that attendance on the hybrid course fell off as the semester continued with 70% of learners attending either remotely or in person in January and 59% in February, on average (total enrollment 93).”
    Quote in the paperNot a substantial claim

  • It may state two separate claims as one.

    Findingown data

    When in-person instruction returned in spring and fall 2023, 86-89% of learners agreed or strongly agreed that they regularly worked in groups during lecture, and 95-98% reported that iClickers were useful in class.

    “When the campus returned fully in-person in the spring and fall of 2023, 86-89% of learners agreed or strongly agreed that they regularly worked in groups during the lecture, and 95-98% of learners reported that iClickers were useful in class as well.”
    Quote in the paperSubstantial claim

  • It may state two separate claims as one.

    Findingown data

    About 50% of learners self-reported attending online synchronous courses daily, while 60-80% attended hybrid courses regularly by headcount, closer to in-person attendance measured by clickers.

    “While 50% of learners selfreported that they attended the online synchronous courses daily, between 60 and 80% of learners attended the hybrid courses regularly (by headcount), which was closer to the inperson course attendance as measured by clickers.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Findingnone given

    The professor observed that online students in the hybrid mode participated similarly to online synchronous students in other semesters.

    “In fact, the professor observed that, in the hybrid mode, students online participated similarly to online synchronous students in other semesters.”
    Quote in the paperNot a substantial claim

  • It may state two separate claims as one.

    Findingown data

    A chi-squared independence test found that D, F, and withdrawal rates were not statistically different and were independent of course mode over the study period.

    “In addition, results of a chi-squared independence test demonstrate that D's, F's, and withdrawals (DFWs) were not statistically different, showing that DFW scores were independent of course mode over this time-period.”
    Quote in the paperSubstantial claim

  • It may state two separate claims as one.

    Findingown data

    In 2020-2021 evaluations, students hoped the class would return in-person; in 2021-2022, students were satisfied with online synchronous mode and did not mention needing to return in-person.

    “Reviewing the campus annual evaluations of the course in all modes, the most striking comments revolved around students hoping the class would return in-person during the first year of 2020-2021 where it was synchronous online, but in 2021-2022 students were satisfied with the online synchronous mode and did not mention a need to return in-person in those evaluations.”
    Quote in the paperSubstantial claim

  • It may state two separate claims as one.

    Findingown data

    A chi-square test found no significant relationship between course mode and student outcome, chi-square(df=2, N=288)=0.160, p=.923, V=.00; the odds of D, F, or W did not differ significantly across modes.

    “results of a chi-square test of independence revealed no significant relationship between course mode and student outcome, χ 2 (df = 2, N = 288) = 0.160, p = 0.923, V = 0.00.”
    • Also stated in: § ■ COURSE PERFORMANCE BY MODE · plain
      “The odds of obtaining D, F, or W were not significantly different across the hybrid, in-person, or synchronous course modes.”
    Quote in the paperSubstantial claim

  • It may state two separate claims as one.

    Findingown data

    Synchronous final exam scores (M=71.23, SD=17.36) did not significantly differ from hybrid or in-person scores (ps=.494 and .209).

    “The synchronous course mode (M = 71.23,SD = 17.36) did not significantly differ from the hybrid or in-person course mode (ps = 0.494 and 0.209, respectively).”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The online and in-person assessments were equivalent in difficulty despite different delivery and proctoring.

  • It may state two separate claims as one.

    Findingown data

    In hybrid sections, interaction was less consistent, especially for online students, while in-person hybrid students regularly asked questions.

    “In contrast, in hybrid sections, this interaction was less consistent, particularly for online students, while in-person students in the hybrid sections regularly asked questions.”
    Quote in the paperSubstantial claim

  • It may state two separate claims as one.

    Findingown data

    In spring and fall 2023, 32% and 26% of learners respectively reported heavy to very heavy workload, with response rates of 95% and 83%.

    “In the spring and fall of 2023, 32% and 26% of learners reported on the campus annual course evaluations that the academic workload in the course was heavy to very heavy (for 95% and 83% response rates).”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The annual student evaluation workload item measured perceived academic workload comparably across semesters and modes.

  • It may state two separate claims as one. The quote only partly states this claim.

    Findingown data

    Online course modes had lower A-C and higher DFW results than in-person offerings, although the differences were not statistically significant.

    “The online course modes resulted in similarly lower A-C and higher DFW results than in-person offerings.”
    Quote in the paperNot a substantial claim

  • It may state two separate claims as one.

    Findingown data

    On annual course evaluations, the most common student comments supported recorded lectures, active learning problem-solving during lecture, and interactive lectures focused on real-world problems.

    “On the annual course evaluations, the student comments most commonly received were support for the recorded lectures (in all formats of the class), the active learning nature of the class where students solved problems during the lecture after giving an example problem, and that there was an interactive nature of the lecture focused on realworld problems.”
    Quote in the paperSubstantial claim

  • It may state two separate claims as one.

    Findingown data

    Learners initially saw online coursework as more challenging, but their views of online and in-person courses became more similar over time.

    “The findings reveal that, although learners initially perceived online coursework as more challenging, their views of online and in-person courses aligned more closely over time.”
    Quote in the paperSubstantial claim

  • It may state two separate claims as one.

    Findingown data

    Average clicker scores were 85% and 90% in prepandemic spring and fall 2019, but decreased to 79% and 82% in spring and fall 2023.

    “In prepandemic spring and fall 2019 the average clicker score was 85 and 90%, respectively, but decreased to 79 and 82% for spring and fall 2023.”
    Quote in the paperSubstantial claim

  • It may state two separate claims as one.

    Findingnone given

    In synchronous sections, students often had their cameras on and could send real-time questions via chat, which mirrored the in-person experience to some extent.

    “In synchronous sections, students often had their cameras on and could send real-time questions via chat, mirroring the inperson experience to some extent.”
    Quote in the paperSubstantial claim

  • It may state two separate claims as one.

    Findingown data

    No statistically significant relationship was found between course mode and students' self-reported critical thinking engagement, though qualitative trends showed similarities between online and in-person modes.

    “While no statistically significant relationship was found between the course mode and students self-reported engagement of critical thinking, qualitative trends indicate similarities between the online and in-person modes.”
    Quote in the paperSubstantial claim

  • It may state two separate claims as one.

    Findingown data

    In-person DFW rate in 2023 was 6.6%, compared with 12% pre-pandemic (average of two 2019 sections).

    “However, only 6.6% of learners earned a D, F, or W in the in-person courses in 2023 compared to 12% prepandemic (average of two sections spring and fall 2019).”
    Quote in the paperNot a substantial claim

  • It may state two separate claims as one.

    Findingown data

    In-person courses offered the best DFW rates for our students, although not statistically different from the other modes.

    “However, in-person courses offered the best DFW rates for our students (although not statistically different than the other modes).”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Study design and conductown data

    After the university stopped requiring ACT or SAT scores in 2020, only about 10% of students reported standardized test scores.

    “However, after the University stopped requesting these scores in 2020, only 10% of students reported standardized test scores.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.

    Study design and conductnone given

    The professor tried to keep exams and quizzes of similar difficulty, and all assessments were multiple choice for consistency.

    “The professor endeavored to keep all exams and quizzes of similar difficulty, and all assessments were multiple choice for consistency.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The online and in-person assessments were equivalent in difficulty despite different delivery and proctoring.

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Interpretationreasoning

    The similarity in critical thinking trends between online and in-person modes may be because synchronous and in-person courses gave most attending students direct real-time interaction with the professor.

    “This may be because the synchronous courses and the inperson courses had a direct interaction in real-time with the professor for most student who attended the lecture.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Study design and conductnone given

    First-year freshmen entering UCCS had varied high school chemistry experiences, including many who had never taken high school chemistry.

    “learners who entered UCCS as first-year freshman had different experiences learning chemistry in their high schools.Many had never had high school chemistry before attending our campus, and they often came from different backgrounds in chemistry as they entered the course.”
    Quote in the paperNot a substantial claim

  • It may state two separate claims as one.

    Interpretationown data

    Using active learning with iClickers in in-person sections improved student attendance and students working together in the course.

    “These findings suggest that using active learning to engage students using iClickers in the in-person sections improved student attendance as well as students working together in the course.”
    Quote in the paperSubstantial claim

  • It may state two separate claims as one.

    Study design and conductown data

    Average incoming math ACT and SAT scores were consistent during the study period, with only small changes in student demographics.

    “Using publicly available data from the Institutional Research Web site for the campus, we found that the average incoming math ACT and SAT were consistent during this time-period, with only small changes in the demographics of our students.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.

    Study design and conductown data

    In certain semesters, about half of learners were transfer students, and the student body was primarily commuter learners.

    “Also, in certain semesters, according to Institutional Research, approximately half of the learners were transfer learners from community colleges or other campuses, and our student body is composed primarily of commuter learners.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Study design and conductown data

    The study did not relate student demographics such as gender, race, preparatory course taking, recent high school chemistry, or prior unsuccessful course attempt to performance.

    “However, we did not endeavor to relate student demographics such as gender or race or the numbers who had taken a preparatory course or high school chemistry recently or had this course before unsuccessfully related to their performance.”
    Quote in the paperNot a substantial claim

  • It may state two separate claims as one. The quote only partly states this claim.

    Interpretationown data

    Across multiple semesters, course mode did not overall affect performance for learners who did not withdraw, and student performance did not significantly differ across instructional modes.

    “In fact, the averages of multiple semesters of data indicate that course mode did not overall affect student performance for those learners who did not withdraw.”
    • Also stated in: § ■ CONCLUSIONS · boosted
      “Our findings demonstrate that, contrary to common expectations, student performance did not significantly differ across the instructional modes.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The online and in-person assessments were equivalent in difficulty despite different delivery and proctoring.

  • It may state two separate claims as one.

    Study design and conductown data

    Levene's tests were not statistically significant at alpha .05, indicating no significant variance differences across course modes (all ps > .257).

    “None of the Levene's tests were statistically significant at α = 0.05, suggesting there were not significant differences in the variances across the course modes (all ps > 0.257).”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Interpretationreasoning

    Students found ways to work together that were not formalized in the course.

    “We did not expect students to be working together in the synchronous sections, and we believe that students found ways to work together that were not formalized in the course.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.

    Interpretationnone given

    The decrease in clicker scores in 2023 could be due to lower attendance.

    “This could be due to a decrease in attendance in 2023.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. It may state two separate claims as one.

    Study design and conductnone given

    Hybrid students took identical multiple-choice exams at the same scheduled time, with in-person students using paper scantrons and online students using Canvas with Lockdown Browser and Respondus.

    “Hybrid students took identical multiple choice exams at the same scheduled time, with in-person students using scantrons with paper exams and online students using Canvas with Lockdown Browser and Respondus.”
    Quote in the paperSubstantial claim

  • It may state two separate claims as one.

    Study design and conductreasoning

    Course material coverage, lecture content, final and hourly exams, quizzes, and assessment difficulty were identical across all course modes.

    “All course material coverage and lecture, final exam, hourly exam and quiz coverage, and difficulty of assessments were the same in all course modes.”
    Quote in the paperSubstantial claim

  • It may state two separate claims as one.

    Interpretationreasoning

    Reported workload decreased over time, especially in synchronous and in-person modes, as students became more accustomed to digital platforms.

    “Over time, as students became more accustomed to digital platforms, reported workloads decreased, particularly in synchronous and in-person modes, reflecting how both course structure and experience with online tools may shape perceptions of course difficulty.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The annual student evaluation workload item measured perceived academic workload comparably across semesters and modes.

  • Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.

    Study design and conductnone given

    Course materials evolved throughout the six semesters.

    “Another consideration is that the course materials evolved throughout the six semesters.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Study design and conductnone given

    The study could not control which students signed up for classes by semester in any course mode.

    “We could not control who signed up for the classes by the semester in any of the course modes.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.

    Study design and conductnone given

    Hybrid exams and quizzes were offered both in-person and online; students chose, with online versions using Respondus and Lockdown Browser and in-person versions using scantron.

    “Hybrid exams and quizzes were offered in-person and online during that semester.Students could choose which to take, and the online versions utilized Respondus and Lockdown Browser like the online courses, while the in-person learners had the identical assessment but utilized a scantron.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The online and in-person assessments were equivalent in difficulty despite different delivery and proctoring.

  • It may state two separate claims as one.

    Study design and conductown data

    The student body from 2020 to 2023 had similar ACT scores, high school GPAs, and socio-economic backgrounds.

    “While the student body from 2020 to 2023 had similar ACT scores, high school GPAs, and socio-economic backgrounds (see Table 1)”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Premisecitation

    Vyas and Reid discuss that a group of students earning D, F, or W is unavoidable.

    “However, there is still a group of students who end up earning a D, F, or W, as Vyas and Reid discuss as unavoidable.32”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [32] source

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Premisecitation

    Hilton and coauthors found that students who took more online courses had higher favorability.

    “Hilton and coauthors reported that the more online courses students took, the higher their favorability which tracks with these results in chemistry as well.24”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [24] Hilton R., 2020, e-Journal of Business Education and Scholarship of Teaching

  • Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.

    Study design and conductown data

    Students who submitted standardized test scores had scores and GPA values similar to those of previous students.

    “Still, those submitting them had consistent scores with previous students, as well as similar GPA values as can be observed in Table 1.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.

    Premisecitation

    Faulconer and coauthors reported that before the pandemic online learners earned more A's than in-person students, who earned more C's and D's.

    “Faulconer and coauthors 1 reported that before the pandemic online learners earned more A's than in-person students who earned more C's and D's.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [1] source
45 of 45

  • The authors state this as an assumption.

    In-person students in the course were regularly grouped during lectures for activities such as clicker questions, which allowed the authors to assume a certain level of interaction.

    “For in-person courses, students were regularly grouped during lectures for activities, such as clicker questions, allowing us to assume a certain level of interaction.”

  • The authors state this as an assumption.

    The pandemic period on the campus spanned from 2020 to 2022, during which most courses were offered primarily online.

    “We consider the pandemic period on our campus to span from 2020 to 2022, during which most courses were offered primarily online in various formats (asynchronous, synchronous, and hybrid).”

  • The paper relies on this without support.

    The hybrid course's DFW results reflect a mix of mostly online synchronous learners and some in-person learners.

    “The DFW rate of the hybrid section was higher than those of the regular synchronous courses, but these results should be considered a mix of mostly online synchronous learners and some in-person learners.”

  • The paper relies on this without support.

    The online and in-person assessments were equivalent in difficulty despite different delivery and proctoring.

    “The professor endeavored to keep all exams and quizzes of similar difficulty, and all assessments were multiple choice for consistency.”

  • The paper relies on this without support.

    The annual student evaluation workload item measured perceived academic workload comparably across semesters and modes.

    “We did not have academic workload data in 2019 before the pandemic, but starting in 2020, the annual student evaluations for the campus began asking about course academic workload.”
5 of 5

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Statistics recomputed

Every reported test result, recomputed from its test statistic and degrees of freedom. A result shows as not adding up only once an independent check has confirmed it.

  • ConsistentF(2, 285) = 0.3reported p = .744 · recomputed p = .741

    “F (2, 285) = 0.30, p = .744”

  • ConsistentF(2, 285) = 1.06reported p = .348 · recomputed p = .348

    “F (2, 285) = 1.06, p = .348”

  • ConsistentF(2, 281) = 3.43reported p = .034 · recomputed p = .034

    “F (2, 281) = 3.43, p = .034”

  • ConsistentF(2, 287) = 0.03reported p = .967 · recomputed p = .970

    “F (2, 287) = 0.03, p = .967”

4 of 4

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

Each contradiction between two passages listed here was confirmed by an independent check.

  • In-person enrollment differs between the text and table

    Minor

    The methods give total in-person enrollment as 75, but Table 4 lists 76 students.

  • Hybrid DFW rate is described in the wrong direction

    Minor

    The text calls the hybrid DFW rate higher than the synchronous rate, whereas Table 4 gives 8.5% for hybrid and 11.4% for synchronous.

  • Semester counts in the grade table total five, not six

    Minor

    Table 4 assigns two semesters to synchronous, one to hybrid, and two to in-person courses. Those entries total five semesters, while its total row says six.

    Reported 6 · recomputed 5

  • Participant total is stated as greater than the reported total

    Minor

    The introduction says the study involved more than 302 learners, whereas the grade table reports a total of exactly 302.

4 of 4

Citations

Cites

Flagged first, then by citations

Research works printed but not linked: 3

  1. Gulati R. S., 2023, 2023 ASEE Annual Conference & Exposition
  2. Hilton R., 2020, e-Journal of Business Education and Scholarship of Teaching, 14, 2
  3. Matta V., 2022, Information Systems Education Journal, 20, 38

Cited by

Sorted by citations

Related

Metadata

Authors
Black, K., Bullis, A., Marcotte, J., McGuire, P., Wagoner, J., Wiley, J., Wrobel, R., & Weiss, D. J.
Affiliations
University of Colorado Colorado Springs (US)
Corresponding author
Weiss, David J.
ORCID
Venue
Journal of Chemical Education
Publisher
American Chemical Society (ACS)
Published
2025-03-17
Volume
102
Issue
6
Pages
2355-2363
ISSN
  • 0021-9584 (ISSN-L)
  • 1938-1328
DOI
10.1021/acs.jchemed.4c01139
OpenAlex
W4408535182
Cited by
3
References
28
Citations by year
2026: 1 · 2025: 2
FWCI
9.28
Type
journal article
Language
en
Open access
closed
Licence
Locations
Journal of Chemical Education (publishedVersion)
Topics
  • Social Sciences › Education › Online and Blended Learning
  • Social Sciences › Education › Education during COVID-19 pandemic
  • Social Sciences › Education › Various Chemistry Research Topics
Keywords
instructional modality, online learning, hybrid learning, face-to-face teaching, general chemistry, student perceptions, student engagement, academic performance, DFW rates, COVID-19 pandemic, STEM education, course format comparison

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

A language model drew the claims from the paper on 2026-09-30, under version 3 of the claim definition (model deepseek-v4.1-flash, prompt extract-v3).

A second model labelled each claim on 2026-09-30 (model jev-1.13-20260917, definition revision gold-guideline-v0.2).

Cited sources are checked with a language model’s help (gpt-6-sol).

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

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